Edited By Evelin Witruk, Shally Novita, Yumi Lee and Dian Sari Utami
Shally Novita & Evelin Witruk - Emotional Consequences of Children with Dyslexia: An Overview from a Cross-cultural Perspective
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Shally Novita1 & Evelin Witruk2
1 Leibniz Institute for Educational Trajectories (LifBi), Germany
2 University of Leipzig, Germany
Emotional Consequences of Children with Dyslexia: An Overview from a Cross-cultural Perspective
Abstract. For more than a decade, the emotional impacts of dyslexia on the lives of individuals have been studied from different aims and perspectives. However, most studies on this topic have been conducted in a single cultural context. This study investigated the cross-cultural differences between children with and without dyslexia, specifically in respect of their anxiety and self-esteem profiles. A total of 124 children with and without dyslexia from Germany and Indonesia participated in this study. They were comparable in age (8–11 year olds), school grade (third and fourth grade) and IQ (> 73). All children were administered an IQ test (CFT-20R) and completed two questionnaires (i.e., Spence’s Children Anxiety Scale and The General List of Self-esteem for Children and Adolescent). This study cannot provide significant results for hypotheses proposed. However, weak-medium effect sizes were reported for the effect of dyslexia on anxiety (d = -.21), dyslexia on self-esteem (d = .34) and different anxiety levels of German and Indonesian children (d = -.31).
Keywords: anxiety, self-esteem, dyslexia, cross-culture.
Dyslexia is a specific learning disability that has a neurobiological origin (Lyon, Shaywitz, & Shaywitz, 2003) and has no significant relationship with IQ (Witruk & Eichhorn, 2012). According to Betz and Breuninger (1993), children...
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